The Effectiveness of Mufradat Cards in Arabic Learning Outcomes in Thematic Learning in Madrasah Ibtidaiyah

Arabic learning outcomes in Madarasah Ibtidayah (MI) are still relatively low. This study aims to improve Arabic learning outcomes in MI by using mufradat (Arabic Vocabulary) cards in thematic learning. This research used experimental research with true experimental design. The respondents of this study included five teachers and 107 first grade students of private MIs in Salatiga City. Data collection methods included interviews with an interview guideline instrument and tests with a test instrument that has been declared valid and reliable. Qualitative data were analyzed by reviewing, reducing, categorizing, interpreting the data, and drawing conclusions. While quantitative data were analyzed with SPSS using the Cronbach's Alpha formula, Test of Homogeneity of Variances, ANOVA, t-test, and omega squared two independent samples. The theoretical contribution of this research is the specification of mufradat cards used for Arabic learning in thematic learning of grade I MI which includes specifications of card components and specifications of mufradat components. This study concluded that the use of mufradat cards has been proven effective to improve Arabic learning outcomes in thematic learning of grade I MI with an effectiveness value of 54.43%. This study recommends that to improve Arabic learning outcomes in MI, mufradat cards should be included in thematic learning.

Likewise, Arabic is also a communication tool used as a bridge to convey ideas to others in everyday life, both orally and in writing (Jumriana, 2019;Zahratun, 2015). Arabic also acts as a tool to gain knowledge since classical books as the starting point for the emergence of science are written in Arabic (Khalilullah, 2011). For Muslims, Arabic has an important role in worship and understanding the teachings of Islam because these practices are sourced from the Koran and Hadiths, in which both are written in Arabic (Albantani, 2018;Ariyanti & Syarifah, 2021;Latifah, 2022;Zuraidah, Humayro, & Khoiriyah, 2022) Based on these ideas, it can be concluded that Arabic has a very important role for Muslims as a mean of communication, obtaining knowledge, performing worship, and understanding Islamic teachings.
Unfortunately, Arabic learning outcomes in Madrasah Ibtidaiyah (MI) still need to be improved. Based on previous research conducted by Latifah, it was concluded that the learning outcomes of Arabic subjects, especially the mastery of mufradat, in fifth grade students of MIN 15 Hulu Sungai Selatan were still low (Latifah, 2022). The results of this 16 | S u w a r d i , e t a l : The Effectiveness of Mufradat Cards in Arabic Learning Outcomes in Thematic Learning in Madrasah Ibtidaiyah study are in accordance with the results of preliminary research conducted by the researchers through interviews with three MI teachers in Salatiga city. The teachers said that most of their students, more than 50% of the students, have not been able to reach the minimum achievement criteria (namely KKM). In fact, two MIs in Salatiga have set the Arabic language KKM lower than other subjects. In these two MIs, the KKM for Arabic is set at 65, while the KKM for other subjects is set at 70.
According to the teachers, the low score of Arabic language is due to the complexity of the learning material. The results of the interviews are in line with several suggestions stating that students consider Arabic to be a very difficult subject (Khalilullah, 2011;Khansa, 2016) According to Ariyanti & Syarifah, low Arabic grades can be caused by internal and external factors (Ariyanti & Syarifah, 2021). Internal factors include students' character, background, interests, talents, and abilities. While external factors are factors that involve the teacher's ability to use strategies, methods, media, and learning tools.
The low learning outcomes of Arabic in MI can also be attributed to the implementation of Arabic learning that is taught separately from other subjects. That is, teachers only teach Arabic in Arabic subjects, not integrating with other subjects. This kind of implementation is not in accordance with the characteristics of MI students age 6-12 years-old who tend to have a holistic mindset (Rafikoh, Rahayu, & Hidayah, 2014) That is, children are unable to interpret the components of knowledge separately.
Theoretically, MI students' holistic way of thinking is in accordance with the views of Gestalt theory which suggest that humans understand everything as a whole and meaningful configuration (Arip, Rapidah, Ahmad, & Jais, 2013;Forti, 2015;Hidayati, 2011;Lawson, Chang, & Wills, 2017). Based on the characteristics of MI students and Gestalt theory, the low learning outcomes of Arabic in MI can be overcome by integrating Arabic subject into other subjects. Learning that integrates multi subjects is in accordance with the views of the General Theory of System Approach (Ramosaj & Berisha, 2014).
To integrate an Arabic subject into other subjects, it needs to be implemented through thematic learning. Some experts interpret thematic learning variously. Thematic learning is learning that uses themes as a starting point that bind learners' knowledge (Chen, 2012); Thematic learning is an attempt to organize the learning environment 17 | S u w a r d i , e t a l : The Effectiveness of Mufradat Cards in Arabic Learning Outcomes in Thematic Learning in Madrasah Ibtidaiyah systematically so that teacher and learner interactions lead to behavioral changes by building material in the form of themes (Hamruni & Istiningsih, 2017); The thematic approach is part of a teaching strategy that uses themes to make learning meaningful, interesting, and dynamic (Min, Rashid, & Nazri, 2012); a way of learning where many areas of the curriculum are interconnected and integrated within a theme (Okoro & Okoro, 2016); a teaching approach that consciously makes connections between subjects, both cognitive, affective, and psychomotor aspects (Wilujeng, 2013). From these various interpretations, it can be concluded that thematic learning is learning that uses themes to bind students' knowledge in meaningful, interesting, and dynamic ways to cause changes in students' learning.
Meanwhile, the Curriculum Center of the Ministry of National Education (DEPDIKNAS, 2006) states that thematic learning is part of integrative/integrated learning. Integrative learning is defined as learning that enables children to explore knowledge from all subjects that relate to aspects of their environment (Humphreys, Post, & Ellis, 1981) According to Fogarty, there are ten integrative learning models, namely fragmented, connected, nested, sequenced, shared, webbed, threaded, integrated, immersed, and networked models (Fogarty, 1991).
Each model proposed by Fogarty can be explained as follows. The fragmented model is a learning model that separates disciplines exclusively. The connected model is a learning model that connects one topic with another topic, between one concept with another concept, between one skill with another skill, and between one task with another task contained in one science. The nested model is a learning model that is carried out by expanding one material in stages. The sequenced model is a learning To implement thematic learning in MI that integrates an Arabic subject, the researchers chose to use mufradat cards as a learning theme. The term mufradat card consists of two words: card and mufradat. Card means thick rectangular paper. While mufradat is Arabic vocabulary or a set of all words understood by a person and used in composing a sentence (Novinsah, 2020). Based on this definition, the mufradat card can be interpreted as a thick rectangular paper containing Arabic vocabulary that can be understood by a person and can be used to compose sentences.
The researchers chose mufradat cards as a learning theme based on several reasons. First, cards are affordable and simple. They are relatively cheap and easy to get and easy to make. Second, mufradat with flexible meanings can facilitate teacher in linking the meanings to other subjects. Third, mufradat has an important role in learning Arabic.
The importance of learning Arabic using mufradat is based on several arguments.
According to Djiwandono (Zahratun, 2015), the mastery of vocabulary can be divided into two aspects, namely the mastery of active-productive vocabulary and passive-receptive vocabulary. The mastery of active-productive (expressive) vocabulary is used for speaking and writing purposes. Meanwhile, the mastery of passive-receptive vocabulary is used for listening and reading purposes. Regarding the mufradat learning strategy, Mustofa (in Khansa, 2016) (2015), Jumriana's research, et al (2019), and Zuraidah's research, et al (2022) lies in the type of cards used. The cards used in this study were mufradat cards, while the cards used by the three previous studies were picture cards. The researchers prefer mufradat cards compared to picture cards on the grounds that students' attention is focused on the meaning contained in the mufradat, while with picture cards it is likely that students' attention is more focused on the picture rather than on the meaning of the word. Another difference between the three previous studies and this study lies in the implementation of learning Arabic. Language learning in this study is carried out through thematic learning, where Arabic learning is integrated with other subjects. While the implementation of Arabic learning in the three previous studies was carried out as an independent subject separate from other subjects.

Type and Design
This study is an experimental research with True Experimental Design (Suharsimi, 2010). The research design can be seen in Figure 1 below. Figure 1 shows that E1 is the pre-test scores of the experimental group; T is the action, namely mufradat cards; E2 is the post-test scores of the experimental group; K1 is the pre-test scores of the control group; and K2 is the post-test scores of the control group.

Respondents
The respondents were first grade teachers and students in two private MIs in Salatiga. This is because first grade students have concrete, integrative and holistic learning characteristics (Zulvira, Neviyarni, & Irdamurni, 2021). This is in accordance 20 | S u w a r d i , e t a l : The Effectiveness of Mufradat Cards in Arabic Learning Outcomes in Thematic Learning in Madrasah Ibtidaiyah with learning using mufrodat cards in thematic learning. The teachers, who participated as respondents in this study, were five teachers consisting of three teachers as respondents in the preliminary research, and two teachers as respondents in the learning implementation stage, where one teacher was the experimental class teacher, and one teacher was the control class teacher. Approximately 107 students were involved, 48 of them were respondents for instrument trials, while 30 students were as experimental class respondents, and 29 students as control class respondents.

Methods and Instruments
Data collection in this study was conducted through interviews and comprehension tests. Interviews were used to collect data to find problems and the required mufradat card specifications, while comprehension tests were used to collect pre-test and post-test scores which were used as the basis for calculating the effectiveness of the action. Interviews were done using an interview guideline sheet instrument, while comprehension tests used a test question instrument. The development of test questions was based on the grid as in table 1 below. The test questions were tested for validity and reliability with the results as shown in Table 2 below.  Based on the table above, the value of Cronbach's Alpha is 0, 479 and is in the range of 0.40 < r11 0.60 so it can be concluded that it has a medium reliability coefficient.

Data Analysis
Qualitative data from the interviews were analyzed based on Moelong's guidelines with the stages of reviewing data, reducing data, categorizing data, interpreting data, and drawing conclusions (Moleong, 2008

Specifications of Mufradat Cards
The The results of preliminary research through interviews with three teachers regarding the specifications of mufradat cards can be described as follows. The size of the mufradat cards needed was approximately 5 x 7 cm. In principle, the three teachers agreed that MI students should be able to hold mufradat cards with their hands. For the mufradat card material, it should be made of material that was thick/strong, cheap, and easy to obtain. The reason for choosing thick/strong material was for the durability of the cards when they were used repeatedly. The teachers gave an example of the mufradat card material needed such as cardboard paper.
Furthermore, the interview results indicate several specifications regarding the mufradat used. First, the mufradat used has a meaning that can link various subjects taught at school. Second, the mufradat can be written with a relatively few numbers of letters, so it is not too long. Third, the translation of the mufradat used is already known by the students. Fourth, the mufradat is often used in daily life. Fifth, if the mufradat uses verbs, they should be the ones often done by the students. Sixth, if the mufradat uses nouns, they should refer to objects in the surrounding environment. Seventh, the mufradat is written in uppercase font for clarity and readability.
Meanwhile, according to Tha'imah (in Mustofa & Hamid, 2012), the selection of mufradat used for learning Arabic for foreign speakers needs to be based on the Tawatur principle, namely choosing mufradat that is often used; the Tawazzu' principle, namely choosing mufradat that is widely used in Arab countries; the Mataahiyah principle, namely choosing mufradat that has a certain meaning; Ulfah principle, which is choosing mufradat that is familiar and well-known; Syumuul principle, which is choosing mufradat that can be used in various fields; Ahammiyah principle, which is choosing 23 | S u w a r d i , e t a l : The Effectiveness of Mufradat Cards in Arabic Learning Outcomes in Thematic Learning in Madrasah Ibtidaiyah mufradat that is often used; and 'Uruubah principle, which is choosing mufradat that has been absorbed into the mother tongue. Meanwhile, according to Suwardi and Habibi, the teaching materials for grade I MI should be related to daily life and for the Latin writing should be using lowercase letters (Suwardi & Habibi, 2022).
Based on the previous research and literature review above, the specifications of mufradat cards include card components and mufradat components. For the card components, the card should be in the size that students could hold, strong, cheap, and easily available. While for the mufradat components, the mufradat can be used in various fields of science or has a meaning that can link various subjects; it has few letters; the meaning of mufradat is quite familiar for the students; it is often used in everyday life; it uses verbs that students often do; it uses nouns that refer to objects in the surrounding environment; it is written clearly, it is widely used in Arabic countries, and it has been absorbed into the mother tongue. Based on these specifications, the mufradat cards used by researchers are made of cardboard paper with a size of 5 x 7 cm. The sample of the mufradat card can be seen in figure 2 below.

Effectiveness of Mufradat Cards
To test the effectiveness of mufradat cards, an assumption test and t-test were conducted. Each was analyzed with the SPSS program. The assumption test using pretest data on the experimental group and control group is shown in Figure 3.  After the assumption test is fulfilled, then it is necessary to analyze the difference test and effectiveness test. The data analyzed were the data from the post-test results in the experimental group and the control group as shown in Figure 4 below. To determine the difference in post test scores in the experimental group with post test scores in the control group above, the data were analyzed using the t-test formula. The results of the t-test calculation using the SPSS can be seen in  Based on the table above, it is known that the significance value is 0.015 < 0.05. This means that there is a significant difference between the post-test scores of the experimental group and the post-test scores of the control group. While for the value of t = -8.445, with t showing a negative number means that the post test scores of the experimental group are higher than that of the control group. Furthermore, knowing the magnitude of the effectiveness of mufradat cards on Arabic learning outcomes in thematic learning in MI was analyzed using the omega squared formula of two independent samples (ῶ 2 ) proposed by Ismail (Ismail, 2018) . After calculating using this formula, the results obtained ῶ 2 = 0.54 43, the value of contribution or effectiveness of the use of mufradat cards on Arabic learning outcomes in thematic learning in MI is 0.5443 x 100% = 54.43%. That is, the use of mufradat cards will improve Arabic learning outcomes in thematic learning by 54.43% when compared to Arabic learning without mufradat cards and implemented independently from other subjects. The results of this study show that the use of mufradat cards for thematic learning has proven effective for improving Arabic learning outcomes, which is in line with the results of previous studies. The application of thematic learning in MI is very helpful for students because it is in accordance with the developmental stage of students who still view everything as a whole (Barus & Djukri, 2013;Prastowo, 2014). In addition, thematic learning also provides opportunities for learners to increase their participation and involvement in learning activities (Abduh, Nugroho, & Siskandar, 2014). Based on the results of this study, to improve Arabic learning outcomes in MI, Arabic needs to be included in thematic subjects.

Conclusion
Based on the findings and results of the discussion above, the theoretical contribution of the results of this study is the discovery of the specifications of mufradat cards used for learning Arabic in thematic learning for grade I MI, which include card components and mufradat components. The card components include the size of the card that can be held by students and the material used that is strong, cheap, and easily available. for the mufradat components, it can be used in various fields of science or has a meaning that can link various subjects; it has few letters; the meaning of mufradat is quite familiar for the students; it is often used in everyday life; it uses verbs that students often do; it uses nouns that refer to objects in the surrounding environment; it is written clearly, it is widely used in Arabic countries, and it has been absorbed into the mother tongue. The results of this study conclude that the use of mufradat cards has been proven effective for improving Arabic learning outcomes in thematic learning of grade I MI with an effectiveness value of 54.43%. Therefore, we recommend that to improve Arabic learning outcomes in MI, Arabic needs to be included in thematic subjects.